INSTRUCTOR’S SOLUTIONS MANUAL TONI GARCIA Arizona State University INTRODUCTORY STATISTICS TENTH EDITION Neil A Weiss School of Mathematical and Statistical Sciences Arizona State University Boston Columbus Hoboken Indianapolis New York San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo The author and publisher of this book have used their best efforts in preparing this book These efforts include the development, research, and testing of the theories and programs to determine their effectiveness The author and publisher make no warranty of any kind, expressed or implied, with regard to these programs or the documentation contained in this book The author and publisher shall not be liable in any event for incidental or consequential damages in connection with, or arising out of, the furnishing, performance, or use of these programs Reproduced by Pearson from electronic files supplied by the author Copyright © 2016, 2012, 2008, 2005 Pearson Education, Inc Publishing as Pearson, 501 Boylston Street, Boston, MA 02116 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher Printed in the United States of America ISBN-13: 978-0-321-98929-1 ISBN-10: 0-321-98929-5 www.pearsonhighered.com Contents Chapter The Nature of Statistics Chapter Organizing Data Chapter Descriptive Measures 127 Chapter Probability Concepts 215 Chapter Discrete Random Variables 279 Chapter The Normal Distribution 335 Chapter The Sampling Distribution of the Sample Mean 401 Confidence Intervals for One Population Mean 461 Hypothesis Tests for One Population Mean 513 Chapter 10 Inferences for Two Population Means 591 Chapter 11 Inferences for Population Standard Deviations 681 Chapter 12 Inferences for Population Proportions 715 Chapter 13 Chi-Square Procedures 749 Chapter 14 Descriptive Methods in Regression and Correlation 801 Inferential Methods in Regression and Correlation 883 Anaylsis of Variance (ANOVA) 953 Chapter Chapter Chapter 15 Chapter 16 21 CHAPTER SOLUTIONS Exercises 1.1 1.1 (a) The population is the collection of all individuals or items under consideration in a statistical study (b) A sample is that part of the population from which information is obtained 1.2 The two major types of statistics are descriptive and inferential statistics Descriptive statistics consists of methods for organizing and summarizing information Inferential statistics consists of methods for drawing and measuring the reliability of conclusions about a population based on information obtained from a sample of the population 1.3 Descriptive methods are used for organizing and summarizing information and include graphs, charts, tables, averages, measures of variation, and percentiles 1.4 Descriptive statistics are used to organize and summarize information from a sample before conducting an inferential analysis Preliminary descriptive analysis of a sample may reveal features of the data that lead to the appropriate inferential method 1.5 (a) An observational study is a study in which researchers simply observe characteristics and take measurements (b) A designed experiment is a study in which researchers impose treatments and controls and then observe characteristics and take measurements 1.6 Observational studies can reveal only association, whereas designed experiments can help establish causation 1.7 This study is inferential Data from a sample of Americans are used to make an estimate of (or an inference about) average TV viewing time for all Americans 1.8 This study is descriptive It is a summary of the average salaries in professional baseball, basketball, and football for 2005 and 2011 1.9 This study is descriptive It is a summary of information on all homes sold in different cities for the month of September 2012 1.10 This study is inferential National samples are used to make estimates of (or inferences about) drug use throughout the entire nation 1.11 This study is descriptive It is a summary of the annual final closing values of the Dow Jones Industrial Average at the end of December for the years 2004-2013 1.12 This study is inferential Survey results were used to make percentage estimates on which college majors were in demand among U.S firms for all graduating college students 1.13 (a) This study is inferential It would have been impossible to survey all U.S adults about their opinions on Darwinism Therefore, the data must have come from a sample Then inferences were made about the opinions of all U.S adults (b) The population consists of all U.S adults The sample consists only of those U.S adults who took part in the survey 1.14 (a) The population consists of all U.S adults 1000 U.S adults who were surveyed The sample consists of the (b) The percentage of 50% is a descriptive statistic since it describes the opinion of the U.S adults who were surveyed 1.15 (a) The statement is descriptive since it only tells what was said by the respondents of the survey Copyright © 2016 Pearson Education, Inc Chapter (b) Then the statement would be inferential since the data has been used to provide an estimate of what all Americans believe 1.16 (a) To change the study to a designed experiment, one would start with a randomly chosen group of men, then randomly divide them into two groups, an experimental group in which all of the men would have vasectomies and a control group in which the men would not have them This would enable the researcher to make inferences about vasectomies being a cause of prostate cancer (b) This experiment is not feasible, since, in the vasectomy group there would be men who did not want one, and in the control group there would be men who did want one Since no one can be forced to participate in the study, the study could not be done as planned 1.17 Designed experiment The researchers did not simply observe the two groups of children, but instead randomly assigned one group to receive the Salk vaccine and the other to get a placebo 1.18 Observational study The researchers at Harvard University and the National Institute of Aging simply observed the two groups 1.19 Observational study The researchers simply collected data from the men and women in the study with a questionnaire 1.20 Designed experiment The researchers did not simply observe the two groups of women, but instead randomly assigned one group to receive aspirin and the other to get a placebo 1.21 Designed experiment The researchers did not simply observe the three groups of patients, but instead randomly assigned some patients to receive optimal pharmacologic therapy, some to receive optimal pharmacologic therapy and a pacemaker, and some to receive optimal pharmacologic therapy and a pacemaker-defibrillator combination 1.22 Observational studies The researchers simply collected available information about the starting salaries of new college graduates 1.23 (a) This statement is inferential since it is a statement about all Americans based on a poll We can be reasonably sure that this is the case since the time and cost of questioning every single American on this issue would be prohibitive Furthermore, by the time everyone could be questioned, many would have changed their minds (b) To make it clear that this is a descriptive statement, the new statement could be, “Of 1032 American adults surveyed, 73% favored a law that would require every gun sold in the United States to be testfired first, so law enforcement would have its fingerprint in case it were ever used in a crime.” To rephrase it as an inferential statement, use “Based on a sample of 1032 American adults, it is estimated that 73% of American adults favor a law that would require every gun sold in the United States to be test-fired first, so law enforcement would have its fingerprint in case it were ever used in a crime.” 1.24 Descriptive statistics The U.S National Center for Health Statistics collects death certificate information from each state, so the rates shown reflect the causes of all deaths reported on death certificates, not just a sample 1.25 (a) The population consists of all Americans between the ages of 18 and 29 (b) The sample consists only of those Americans who took part in the survey (c) The statement in quotes is inferential since it is a statement about all Americans based on a survey (d) “Based on a sample of Americans between the ages of 18 and 29, it is estimated that 59% of Americans oppose medical testing on animals.” Copyright © 2016 Pearson Education, Inc Section 1.2 1.26 (a) The $5.36 billion lobbying expenditure figure would be a descriptive figure if it was based on the results of all lobbying expenditures during the period from 1998 through 2012 (b) The $5.36 billion lobbying expenditure figure would be an inferential figure if it was an estimate based on the results of a sample of lobbying expenditures during the period from 1998 through 2012 Exercises 1.2 1.27 A census is generally time consuming, costly, frequently impractical, and sometimes impossible 1.28 Sampling and experimentation are two alternative ways to obtain information without conducting a complete census 1.29 The sample should be representative so that it reflects as closely as possible the relevant characteristics of the population under consideration 1.30 There are many possible answers Surveying people regarding political candidates as they enter or leave an upscale business location, surveying the readers of a particular publication to get information about the population in general, polling college students who live in dormitories to obtain information of interest to all students are all likely to produce samples unrepresentative of the population under consideration 1.31 (a) Probability sampling consists of using a randomizing device such as tossing a coin or consulting a random number table to decide which members of the population will constitute the sample (b) No It is possible for the randomizing device to randomly produce a sample that is not representative (c) Probability sampling eliminates unintentional selection bias, permits the researcher to control the chance of obtaining a non-representative sample, and guarantees that the techniques of inferential statistics can be applied 1.32 (a) Simple random sampling is a procedure for which each possible sample of a given size is equally likely to be the one obtained (b) A simple random sample is one that was obtained by simple random sampling (c) Random sampling may be done with or without replacement In sampling with replacement, it is possible for a member of the population to be chosen more than once, i.e., members are eligible for re-selection after they have been chosen once In sampling without replacement, population members can be selected at most once 1.33 Simple random sampling 1.34 One method would be to place the names of all members of the population under consideration on individual slips of paper, place the slips in a container large enough to allow them to be thoroughly shuffled by shaking or spinning, and then draw out the desired number of slips for the sample while blindfolded A second method, which is much more practical when the population size is large, is to assign a number to each member of the population, and then use a random number table, random number generating device, or computer program to determine the numbers of those members of the population who are chosen 1.35 The acronym used for simple random sampling without replacement is SRS 1.36 (a) 123, 124, 125, 134, 135, 145, 234, 235, 245, 345 Copyright © 2016 Pearson Education, Inc Chapter (b) There are 10 samples, each of size three Each sample has a one in 10 chance of being selected Thus, the probability that a sample of three is 1, 3, and is 1/10 (c) Starting in Line 05 and column 20, reading single digit numbers down the column and then up the next column, the first digit that is a one through five is a Ignoring duplicates and skipping digits and above and also skipping zero, the second digit found that is a one through five is a Continuing down column 20 and then up column 21, the third digit found that is a one through five is a Thus the SRS of 1,4, and is obtained 1.37 (a) 12, 13, 14, 23, 24, 34 (b) There are samples, each of size two Each sample has a one in six chance of being selected Thus, the probability that a sample of two is and is 1/6 (c) Starting in Line 17 and column 07 (notice there is a column 00), reading single digit numbers down the column and then up the next column, the first digit that is a one through four is a Continue down column 07 and then up column 08 Ignoring duplicates and skipping digits and above and also skipping zero, the second digit found that is a one through four is a Thus the SRS of and is obtained 1.38 (a) Starting in Line 15 and reading two digits numbers in columns 25 and 26 going down the table, the first two digit number between 01 and 90 is 06 Continuing down the columns and ignoring duplicates and numbers 91-99, the next two numbers are 33 and 61 Then, continuing up columns 27 and 28, the last two numbers selected are 56 and 20 Therefore the SRS of size five consists of observations 06, 33, 61, 56, and 20 (b) There are many possible answers 1.39 (a) Starting in Line 10 and reading two digits numbers in columns 10 and 11 going down the table, the first two digit number between 01 and 50 is 43 Continuing down the columns and ignoring duplicates and numbers 51-99, the next two numbers are 45 and 01 Then, continuing up columns 12 and 13, the last three numbers selected are 42, 37, and 47 Therefore the SRS of size six consists of observations 43, 45, 01, 42, 37, and 47 (b) There are many possible answers 1.40 The online poll clearly has a built-in non-response bias Since it was taken over the Memorial Day weekend, most of those who responded were people who stayed at home and had access to their computers Most people vacationing outdoors over the weekend would not have carried their computers with them and would not have been able to respond 1.41 Dentists form a high-income group whose incomes are not representative of the incomes of Seattle residents in general 1.42 (a) The five possible samples of size one are G, L, S, A, and T (b) There is no difference between obtaining a SRS of size and selecting one official at random (c) The one possible sample of size five is GLSAT (d) There is no difference between obtaining a SRS of size and taking a census of the five officials 1.43 (a) GLS, GLA, GLT, GSA, GST, GAT, LSA, LST, LAT, SAT (b) There are 10 samples, each of size three Each sample has a one in 10 chance of being selected Thus, the probability that a sample of three officials is the first sample on the list presented in part (a) is 1/10 The same is true for the second sample and for the tenth sample Copyright © 2016 Pearson Education, Inc Section 1.2 1.44 (a) E,M E,A M,L P,L L,A E,P E,B M,A P,A L,B E,L M,P M,B P,B A,B (b) One procedure for taking a random sample of two representatives from the six is to write the initials of the representatives on six separate pieces of paper, place the six slips of paper into a box, and then, while blindfolded, pick two of the slips of paper Or, number the representatives 1-6, and use a table of random numbers or a randomnumber generator to select two different numbers between and (c) 1/15; 1/15 1.45 (a) E,M,P,L E,M,L,B E,P,A,B M,P,A,B E,M,P,A E,M,A,B E,L,A,B M,L,A,B E,M,P,B E,P,L,A M,P,L,A P,L,A,B E,M,L,A E,P,L,B M,P,L,B (b) One procedure for taking a random sample of four representatives from the six is to write the initials of the representatives on six separate pieces of paper, place the six slips of paper into a box, and then, while blindfolded, pick four of the slips of paper Or, number the representatives 1-6, and use a table of random numbers or a randomnumber generator to select four different numbers between and (c) 1/15; 1/15 1.46 (a) E,M,P E,P,A M,P,L M,A,B E,M,L E,P,B M,P,A P,L,A E,M,A E,L,A M,P,B P,L,B E,M,B E,L,B M,L,A P,A,B E,P,L E,A,B M,L,B L,A,B (b) One procedure for taking a random sample of three representatives from the six is to write the initials of the representatives on six separate pieces of paper, place the six slips of paper into a box, and then, while blindfolded, pick three of the slips of paper Or, number the representatives 1-6, and use a table of random numbers or a randomnumber generator to select three different numbers between and (c) 1/20; 1/20 1.47 (a) F,T F,G F,H F,L F,B F,A T,G T,H T,L T,B T,A G,H G,L G,B G,A H,L H,B H,A L,B L,A B,A (b) 1/21; 1/21 1.48 (a) I am using Table I to obtain a list of 20 different random numbers between and 80 as follows I start at the two digit number in line number and column numbers 3132, which is the number 86 Since I want numbers between and 80 only, I throw out numbers between 81 and 99, inclusive I also discard the number 00 I now go down the table and record the two-digit numbers appearing directly beneath 86 After skipping 86, I record 39, 03, skip 97, record 28, 58, 59, skip 81, record 09, 36, skip 81, record 52, skip 94, record 24 and 78 Copyright © 2016 Pearson Education, Inc Chapter Now that I've reached the bottom of the table, I move directly rightward to the adjacent column of two-digit numbers and go up I skip 84, record 57, 40, skip 89, record 69, 25, skip 95, record 51, 20, 42, 77, skip 89, skip 40(duplicate), record 14, and 34 I've finished recording the 20 random numbers 39 03 28 58 59 09 36 52 24 78 57 40 69 25 51 20 42 77 14 34 In summary, these are (b) We can use Minitab to generate random numbers Following the instructions in The Technology Center, our results are 55, 47, 66, 2, 72, 56, 10, 31, 5, 19, 39, 57, 44, 60, 23, 34, 43, 9, 49, and 62 Your result may be different from ours 1.49 (a) I am using Table I to obtain a list of 10 random numbers between and 500 as follows I start at the three digit number in line number 14 and column numbers 10-12, which is the number 452 I now go down the table and record the three-digit numbers appearing directly beneath 452 Since I want numbers between and 500 only, I throw out numbers between 501 and 999, inclusive I also discard the number 000 After 452, I skip 667, 964, 593, 534, and record 016 Now that I've reached the bottom of the table, I move directly rightward to the adjacent column of three-digit numbers and go up I record 343, 242, skip 748, 755, record 428, skip 852, 794, 596, record 378, skip 890, record 163, skip 892, 847, 815, 729, 911, 745, record 182, 293, and 422 I've finished recording the 10 random numbers 452 016 343 242 428 378 163 182 293 422 In summary, these are: (b) We can use Minitab to generate random numbers Following the instructions in The Technology Center, our results are 489, 451, 61, 114, 389, 381, 364, 166, 221, and 437 Your result may be different from ours 1.50 (a) First assign the digits though to the ten cities as listed in the exercise Select a random starting point in Table I of Appendix A and read in a pre-selected direction until you have encountered different digits For example, if we start at the top of the fifth column of digits and read down, we encounter the digits 4,1,5,2,5,6 We ignore the second ‘5’ Thus our sample of five cities consists of Osaka, Tokyo, Miami, San Francisco, and New York Your answer may be different from this one (b) We can use Minitab to generate instructions in The Technology Thus our sample of cities is and London Your result may be 1.51 random numbers Following the Center, our results are 3, 8, 6, 5, Los Angeles, Manila, New York, Miami, different from ours (a) First re-assign the elements 93 though 118 as elements 01 to 26 Select a random starting point in Table I of Appendix A and read in a pre-selected direction until you have encountered different elements For example, if we start at the top of the column 10 and read two digit numbers down and then up in the following columns, we encounter Copyright © 2016 Pearson Education, Inc 112 Chapter (d) The bar chart for Region is shown below Chart of DIVISION 18 16 14 Percent 12 10 MTN SAC WNC NED ENC PAC DIVISION ESC WSC MAC Percent within all data (e) 28 29 30 (a) The distribution of Region seems to be almost uniformly distributed between the categories The smallest region is the Middle Atlantic at a frequency of 3, the largest region is the Mountain and South Atlantic at a frequency of The break in the third bar is to emphasize that the bar as shown is not as tall as it should be (b) The bar for the space available in coal mines is at a height of about 30 billion tonnes To accurately represent the space available in saline aquifers (10,000 billion tonnes), the third bar would have to be over 300 times as high as the first bar and more than 10 times as high as the second bar If the first two bars were kept at the sizes shown, there wouldn’t be enough room on the page for the third bar to be shown at its correct height If a reasonable height were chosen for the third bar, the first bar wouldn’t be visible The only apparent solution is to present the third bar as a broken bar (a) Covering up the numbers on the vertical axis totally obscures the percentages (b) Having followed the directions in part (a), we might conclude that the percentage of women in the labor force for 2000 is about three and one-half times that for 1960 (c) Not covering up the vertical axis, we find that the percentage of women in the labor force for 2000 is about 1.8 times that for 1960 (d) The graph is potentially misleading because it is truncated that vertical axis units begin at 30 rather than at zero (e) To make the graph less potentially misleading, we can start it at zero instead of 30 Notice (a) Using Minitab, retrieve the data from the WeissStats Resource Site Column contains the eye color and column contains the hair color < < for the students From the tool bar, select Stat Tables Tally Individual Variables, double-click on EYES and HAIR in the first box so that both EYES and HAIR appear in the Variables box, put a check mark next to Counts and Percents under Display, and click OK The results are EYES Count Percent Blue 215 36.32 Brown 220 37.16 Green 64 10.81 Hazel 93 15.71 N= 592 HAIR Count Percent Black 108 18.24 Blonde 127 21.45 Brown 286 48.31 Red 71 11.99 N= 592 Copyright © 2016 Pearson Education, Inc Review Problems 113 < Using Minitab, select Graph Pie Chart, check Chart counts of unique values, double-click on EYES and HAIR in the first box so that EYES and HAIR appear in the Categorical Variables box Click Pie Options, check decreasing volume, click OK Click Multiple Graphs, check On the Same Graphs, Click OK Click Labels, click Slice Labels, check Category Name, Percent, and Draw a line from label to slice, Click OK twice The results are (b) Pie Chart of EYES, HAIR EYES HAIR Green 10.8% Category Brown Blue Hazel Green Black Blonde Red Red 12.0% Brown 37.2% Hazel 15.7% Black 18.2% Brown 48.3% Blonde 21.5% Blue 36.3% < (c) Using Minitab, select Graph Bar Chart, select Counts of unique values, select Simple option, click OK Double-click on EYES and HAIR in the first box so that EYES and HAIR appear in the Categorical Variables box Select Chart Options, check decreasing Y, check show Y as a percent, click OK Click OK twice The results are Chart of HAIR Chart of EYES 50 40 40 Percent Percent 30 20 10 30 20 10 Brown Blue Hazel Green Brown Black Red Percent within all data Percent within all data 31 Blonde HAIR EYES (a) The population consists of the states of the U.S and the variable under consideration is the value of the exports of each state (b) Using Minitab, we enter the data from the WeissStats Resource Site, < Histogram, click on Simple and click OK Then double choose Graph click on VALUE to enter it in the Graph variables box and click OK The result is Copyright © 2016 Pearson Education, Inc Chapter Histogram of VALUE 25 20 Frequency 114 15 10 0 2000 4000 VALUE 6000 8000 < Dotplot, click on Simple from the (c) For the dotplot, we choose Graph One Y row and click OK Then double click on VALUE to enter it in the Graph variables box and click OK The result is Dotplot of VALUE 1200 2400 3600 4800 VALUE 6000 7200 8400 < Stem-and-Leaf, double (d) For the stem-and-leaf plot, we choose Graph click on VALUE to enter it in the Graph variables box and click OK The result is Stem-and-leaf of VALUE Leaf Unit = 100 23 (10) 17 11 7 1 1 1 1 0 1 2 3 4 5 6 7 N = 50 00000000001112222344444 5677888899 012224 5679 69 034 (e) The overall shape of the distribution is unimodal and not symmetric (f) The distribution is right skewed Copyright © 2016 Pearson Education, Inc Review Problems (a) The population consists of countries of the world, and the variable under consideration is the expected life in years for people in those countries (b) Using Minitab, we enter the data from the WeissStats Resource Site, < Histogram, click on Simple and click OK Then double choose Graph click on YEARS to enter it in the Graph variables box and click OK The result is Histogram of YEARS 30 25 20 Frequency 32 115 15 10 54 60 66 72 78 84 90 YEARS < (c) For the dotplot, we choose Graph Dotplot, click on Simple from the One Y row and click OK Then double click on YEARS to enter it in the Graph variables box and click OK The result is Dotplot of YEARS 48 54 60 66 72 78 84 90 YEARS < (d) For the stem-and-leaf plot, we choose Graph Stem-and-Leaf, double click on YEARS to enter it in the Graph variables box and click OK The result is Stem-and-leaf of YEARS Leaf Unit = 1.0 21 30 50 73 (51) 99 33 5 6 7 8 N = 223 999 000112222223344444 556677899 00001112233333333444 55556666677788888999999 000111111111112222222223333333333344444444444444444 555555555555566666666666666667777777777788888888888889999999999999 00000000000011111111111122223444 (e) The overall shape of the distribution is unimodal and not symmetric (f) This distribution is classified as left skewed Copyright © 2016 Pearson Education, Inc 116 Chapter 33 (a) The population consists of cities in the U.S., and the variables under consideration are their annual average maximum and minimum temperatures (b) Using Minitab, we enter the data from the WeissStats Resource Site, < Histogram, click on Simple and click OK Double click choose Graph on HIGH to enter it in the Graph variables box, and double click on LOW to enter it in the Graph variables box Now click on the Multiple graphs button and click to Show Graph Variables on separate graphs and also check both boxes under Same Scales for Graphs, and click OK twice The result is Histogram of LOW 25 20 20 15 15 Frequency Frequency Histogram of HIGH 25 10 10 36 48 60 HIGH 72 84 36 48 60 72 LOW < (c) For the dotplot, we choose Graph Dotplot, click on Simple from the Multiple Y’s row and click OK Then double click on HIGH and then LOW to enter them in the Graph variables box and click OK The result is Dotplot of HIGH, LOW HIGH LOW 32 40 48 56 Data 64 72 80 < (d) For the stem-and-leaf diagram, we choose Graph Stem-and-Leaf, double click on HIGH and then on LOW to enter then in the Graph variables box and click OK The result is Stem-and-leaf of HIGH Leaf Unit = 1.0 21 (17) 33 22 11 4 5 6 7 8 N = 71 789 444 555677777888999 00001122222333444 55556677779 00001122234 5577889 444 Copyright © 2016 Pearson Education, Inc 84 Using the Focus Database Stem-and-leaf of LOW Leaf Unit = 1.0 19 (20) 32 19 11 2 3 4 5 6 N 117 = 71 001234 555556779999 00011111223333344444 5567777888899 11122223 5667889 04 (e) Both variables have distributions that are unimodal symmetric and LOW is not symmetric (f) LOW is slightly right skewed Using the FOCUS Database: HIGH is close to Chapter We use the Menu commands in Minitab to complete parts (a)-(e) The data sets in the Focus database and their names have already been stored in the file FOCUS.MTW on the WeissStats Resource Site supplied with the text (a) UWEC is a school that attracts good students HSP reflects pre-college experience and will tend to be left-skewed since fewer students with lower high school percentile scores will have been admitted, but exceptions are made for older students whose high school experience is no longer relevant GPA will probably show left skewness tendencies since many, but not all, students with lower cumulative GPAs (below 2.0 on a 4-point scale) will likely have been suspended and will not appear in the database, but there are also upper limits on these scores, so the scores will tend to bunch up nearer to the high end than to the low end AGE will be right skewed because there are few students below the typical 17-22 ages, but many above that range ENGLISH, MATH, and COMP will be closer to bell-shaped The ACT typically is taken only by high school students intending to go to college, and the scores are designed to roughly follow a bell-shaped curve Individual colleges may, however, have a different profile that reflects their admission policies (b) Using Minitab with FocusSample, choose Graph Histogram , select the Simple version, and Click OK Then specify HSP GPA AGE ENGLISH MATH COMP in the Graph variables text box and click on the button for Multiple Graphs Click on the button for On separate graphs and click OK twice The results are < Copyright © 2016 Pearson Education, Inc Chapter Histogram of AGE Histogram of ENGLISH 40 50 30 Frequency Frequency 40 30 20 18 21 24 27 AGE 30 33 12 16 20 24 ENGLISH 28 32 36 Histogram of HSP Histogram of GPA 25 30 20 25 Frequency 20 Frequency 20 10 10 15 15 10 10 5 0 1.80 2.25 2.70 GPA 3.15 3.60 30 4.05 45 Histogram of MATH 60 HSP 75 90 Histogram of COMP 25 30 25 20 20 15 Frequency Frequency 118 10 15 10 5 15 18 21 24 MATH 27 30 33 18 20 22 24 COMP 26 28 30 32 The graphs compare quite well with the educated guesses for all six variables < Histogram , select the (d) Using Minitab with Focus, choose Graph Simple version, and Click OK Then specify HSP GPA AGE ENGLISH MATH COMP in the Graph variables text box and click on the button for Multiple Graphs Click on the button for On separate graphs and click OK twice The results are Copyright © 2016 Pearson Education, Inc Using the Focus Database Histogram of GPA Histogram of HSP 300 350 300 250 200 Frequency Frequency 250 200 150 150 100 100 50 50 119 14 28 42 56 70 84 98 0.90 1.35 1.80 2.25 GPA HSP Histogram of AGE 2.70 3.15 3.60 4.05 28 32 36 Histogram of ENGLISH 1800 700 1600 600 1400 500 Frequency Frequency 1200 1000 800 600 400 300 200 400 100 200 20 24 28 AGE 32 36 40 12 16 Histogram of MATH 20 24 ENGLISH Histogram of COMP 700 900 800 600 700 600 Frequency Frequency 500 400 300 500 400 300 200 200 100 100 15 18 21 24 MATH 27 30 33 36 15 18 21 24 COMP 27 30 33 We were correct on the first five variables: HSP and GPA are left skewed, AGE is right skewed, ENGLISH and MATH are fairly symmetric COMP is close to symmetric, but is slightly right skewed Comparing the graphs for the sample with those for the entire population, we see similarities between each pair of graphs, but the outline of the histogram for the entire population is much smoother than that of the histogram for the sample (d) < Using Minitab and the FocusSample file, choose Graph the Chart raw data button, specify SEX CLASS RESIDENCY variables text box and click on the Labels button Now Slice Labels, check all four boxes and click OK, click Copyright © 2016 Pearson Education, Inc Piechart, click on TYPE in the Graph click on the tab for on the button for 120 Chapter Multiple Graphs and ensure that the button for On the same graph is checked, and click OK twice Once the graphs are displayed, we right clicked on the legend that was shown and selected Delete since we already had provided for each slice of the graphs to be labeled Pie Chart of SEX, CLASS, RESIDENCY, TYPE SEX CLASS Freshman 25, 12.5% Sophomore 59, 29.5% M 82, 41.0% Junior 53, 26.5% F 118, 59.0% Senior 63, 31.5% RESIDENCY Nonresident 46, 23.0% Transfer 22, 11.0% TYPE Readmit 2, 1.0% Resident 154, 77.0% New 176, 88.0% From the graph of SEX, we see that about 59% of the students are females From the graph of CLASS, we see that the student sample is about 12.5% Freshmen, 29.5% Sophomores, 26.5% Juniors, and 31.5% Seniors From the graph of RESIDENCY, we see that about 77% of the students are Wisconsin residents and 23$ are nonresidents From the graph of TYPE, we see that 88.0% of the students were admitted initially as new students, 11.0% were admitted initially as transfer students, and 1.0% are readmits, that is, students who were initially new or transfer students, left the university, and were later readmitted (e) Now repeat part (d) using the entire Focus file The results are Pie Chart of SEX, CLASS, RESIDENCY, TYPE SEX CLASS Freshman 12.8% Sophomore 29.8% M 39.3% Junior 24.1% F 60.7% Senior 33.3% Other 0.0% Resident 76.1% RESIDENCY Nonresident 23.9% Transfer 11.1% TYPE Readmit 0.4% New 88.5% From the graph of SEX, we see that about 61% of the students are females From the graph of CLASS, we see that the student population is about 13% Freshmen, 30% Sophomores, 24% Juniors, and 33% Seniors From the graph of RESIDENCY, we see that about 76% of the students are Wisconsin residents and 24$ are nonresidents From the graph of TYPE, we see that 85.5% of the Copyright © 2016 Pearson Education, Inc Case Study 121 students were admitted initially as new students, 11.1% were admitted initially as transfer students, and 0.4% are readmits, that is, students who were initially new or transfer students, left the university, and were later readmitted We would expect that the two sets of graphs would be approximately the same, but not identical since the sample contains only 200 students out of a population of 6738 This is, in fact, the case The percentages in each sample graph are very close to the percentages in the corresponding population graph Case Study: World’s Richest People (a) The first column variable is Rank and is quantitative discrete The second column variable is Name and is qualitative The third column variable is age and it is quantitative continuous The fourth column variable is Citizenship and is qualitative The fifth column variable is Wealth and is quantitative discrete since money involves discrete units, such as dollars and cents Although, for all practical purposes, Wealth might be considered quantitative continuous data (b) The classes are the countries of citizenship and are presented in column The frequency distribution of the champions is presented in column Dividing each frequency by the total number of observations, which is 25, results in each class's relative frequency The relative frequency distribution is presented in column Country Frequency Canada 0.04 France 0.08 Germany 0.04 Hong Kong 0.08 India 0.04 Italy 0.04 Mexico 0.04 Spain 0.04 Sweden 0.04 14 0.56 25 1.00 United States (c) Relative Frequency We multiply each of the relative frequencies by 360 degrees to obtain the portion of the pie represented by each team The result is Pie Chart of CITIZENSHIP Canada 4.0% France 8.0% Germany 4.0% Hong Kong 8.0% Category Canada France Germany Hong Kong India Italy Mexico Spain Sweden United States India 4.0% United States 56.0% Italy 4.0% Mexico 4.0% Spain 4.0% Sweden 4.0% Copyright © 2016 Pearson Education, Inc Chapter The United States is the most frequent country of citizenship amongst the world’s richest Otherwise, citizenship country seems to be randomly distributed (d) We use the bar chart to show the relative frequency with which each COUNTRY occurs The result is Chart of CITIZENSHIP 14 12 10 Count 122 d na Ca a Fr ce an y an m er G H g on Ko ng a di In ly Ita o ic ex M a Sp in ed Sw en U d te ni es at St CITIZENSHIP The United States is the most frequent country of citizenship amongst the world’s richest Otherwise, citizenship country seems to be randomly distributed (e) The first class to construct is "30 – 39” All of these classes are presented in column The last class to construct is "90-99”, since the largest data value is 93 Having established the classes, we tally the ages into their respective classes These results are presented in column 2, which lists the frequencies Dividing each frequency by the total number of observations, which is 25, results in the relative frequencies for each class which are presented in column (f) Age Frequency Relative Frequency 30 – 39 0.04 40 – 49 0.08 50 – 59 0.16 60 – 69 0.24 70 – 79 0.24 80 – 89 0.16 90 – 99 0.08 25 1.00 The frequency and relative-frequency histograms for age are constructed using the frequency and relative-frequency distribution presented in part (e); i.e The lower class limits of column are used to label the horizontal axis of the histograms The heights of each bar in the frequency histogram in Figure (a) matches the respective frequency in column The heights of each bar in the relative-frequency histogram in Figure (b) matches the respective relative-frequencies in column Copyright © 2016 Pearson Education, Inc Case Study Figure (a) Figure (b) Histogram of AGE Histogram of AGE 25 20 Percent Frequency 123 15 10 30 40 50 60 70 80 90 00 30 40 50 60 70 80 90 00 AGE AGE (g) The shape of the distribution of age in part (e) is unimodal and is roughly symmetric (h) The stem-and-leaf diagram of age using one line per stem is 3| 4| 09 5| 5678 6| 345589 7| 133779 8| 2458 9| 03 The stem-and-leaf diagram of age using two lines per stem is 3| 4| 4| 5| 5| 6| 6| 7| 7| 8| 8| 9| 9 5678 34 5589 133 779 24 58 03 The stem-and-leaf diagram of age using one line per stem corresponds to the histogram in part (f) (i) The dotplot for age is Dotplot of AGE 40 48 56 64 72 80 88 AGE Copyright © 2016 Pearson Education, Inc Chapter (j) The first class to construct is "20 – under 25” All of these classes are presented in column The last class to construct is "70 – under 75”, since the largest data value is 73 Having established the classes, we tally the into their respective classes These results are presented in column 2, which lists the frequencies Dividing each frequency by the total number of observations, which is 25, results in the relative frequencies for each class which are presented in column Frequency Relative Frequency 20 – under 25 0.24 25 – under 30 10 0.40 30 – under 35 0.16 35 – under 40 0.00 40 – under 45 0.04 45 – under 50 0.00 50 – under 55 0.04 55 – under 60 0.04 60 – under 65 0.00 65 – under 70 0.04 70 – under 75 0.04 25 1.00 Wealth ($ billions) The frequency and relative-frequency histograms for wealth are constructed using the frequency and relative-frequency distribution presented in part (j); i.e The lower cutpoints of column are used to label the horizontal axis of the histograms The heights of each bar in the frequency histogram in Figure (a) matches the respective frequency in column The heights of each bar in the relativefrequency histogram in Figure (b) matches the respective relativefrequencies in column (k) Figure (a) Figure (b) Histogram of WEALTH Histogram of WEALTH 40 10 30 Percent Frequency 124 20 10 20 30 40 50 60 70 20 30 WEALTH (l) 40 50 60 70 WEALTH The shape of the distribution of wealth in part (e) is unimodal and is not symmetric The distribution of wealth is right skewed Copyright © 2016 Pearson Education, Inc Case Study (m) (n) 125 Truncating wealth to a whole number, the stem-and-leaf diagram using two lines per stem is 2| 000123 2| 5666667889 3| 0144 3| 4| 4| 5| 5| 6| 6| 7| Rounding wealth to a whole number, the dotplot is Dotplot of Wealth 21 28 35 42 49 56 63 70 Wealth ($ billions) Copyright © 2016 Pearson Education, Inc ... are and 6, and 7, and 8, and 9, and and 10 Therefore, the chance that a member is selected is equal to the chance of one of those five samples being selected, which is the same as simple random... two major types of statistics are descriptive and inferential statistics Descriptive statistics consists of methods for organizing and summarizing information Inferential statistics consists... completely randomized design since the flashlights were randomly assigned to the different battery brands (b) This is a randomized block design since the four different battery brands would be randomly